Developing Self-Confidence through Jovial Participation (JP) Modelling

Abstract

INTRODUCTION

Growing up and being in school will be difficult for our dear children. Many of them have lots of potentials yet, they tend to ignore it because they are meek, shy and afraid to show in public and might be negatively critic by the people around them. Pupils with low self-esteem are more troubled by failure and tend to exaggerate events as being negative. They are more likely to experience social anxiety and low self-esteem level. When we will not cater to their needs,a different world awaits them. Schooling for them is not only about getting high grades and being educated. It is also a place to make friends, build relationships, discover themselves and learn how to connect with other people (Livesmart.asia).

METHODS

The descriptive research method design was used. Using purposive sampling, the researchers conducted a Jovial Participation (JP) Modelling Workshop for children in school ages 5 to 12 years old whose parents identified their kids as shy and reluctant to join in any school activities even in classroom participation. Parents were informed about their child's needs during the duration of the workshops. They were fully made aware of the purpose of the modeling activity.

RESULTS

Most children who participated in the workshops heightened self-confidence that leads their personal outlook positively. It enables them to gain self-efficacy and self-esteem. A kind of confidence that leads them to accept difficult challenges, and persist in the face of setbacks. These lead them to excel in classroom participation and even in the community involvement for they have the courage and strength to stand on their own and still with the support and guidance of their parents. This intervention made has a great impact on the children's behavior toward his academic performance and has a great relief also on the parts of their parents since they were ready to face any challenges in school and even in their daily activities.

DISCUSSIONS

The results demonstrate the need for jovial participation in any activities in school or even outside to make the learners more cooperative and gain much interest to help them develop their knowledge and skills. This learner-driven approach will falter when preceptors do not take an active role in doing the innovation which helps motivate or boost the confidence of the children in school before they can have a positive output on the academic performance.